THE QUALIFICATIONS OF HEALTH PROFESSIONAL EDUCATIONISTS VERSUS THEIR DESIGNATION IN COTHE CONTEXT OF DEVELOPING COUNTRIES

Abstract

To determine the qualifications of health professional educationists versus professional designation in the Department of Medical Education

METHODOLOGY

A cross-sectional investigation was executed over a period of five months at Jinnah Sindh Medical University (JSMU) and its two affiliated institutions, employing a non-probability convenience sampling methodology. A total of two hundred faculty members, each possessing a minimum of two years' experience in the domain of Dental Medical Education (DMEs), were evaluated utilizing a validated 360-degree feedback instrument. The collected data was anonymized and subsequently analyzed employing SPSS version 26. Both quantitative and categorical variables were assessed, with the threshold for statistical significance established at p ≤ 0.05.

RESULTS

Among the 200 participants (mean age 39.7 ± 7.3 years; 66.5% female), 40% possessed formal medical education qualifications. Notable differences were identified between qualifications and designations across various institutions (p=0.0001), as well as gender (senior lecturers: p=0.0001; assistant professors: p=0.027), and age demographics (senior lecturers: p=0.047). Individuals with qualifications were predominantly represented among younger faculty and female participants; however, a significant proportion of those in senior positions lacked formal educational qualifications.

CONCLUSION

The current study reveals a critical misalignment between academic credentials and professional titles of faculty members in Departments of Medical Education. Although they held senior positions in education, a lot of them were not formally trained in medical education. These results emphasize the necessity of institutional rules requiring appropriate educational qualifications to recognize DME appointments provide quality, credibility and consistency in health professions education in Pakistan.